ERIC Number: ED350589
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Literacy Research and Practice: Foundations for the Year 2000: Fourteenth Yearbook of the College Reading Association.
Padak, Nancy D., Ed.; And Others
This 1992 yearbook presents the following 26 articles: "Tensions between Numbers and Knowing: A Study of Changes in Assessment during Implementation of Literature-Based Reading Instruction" (P. L. Scharer); "Story Reading in Daycare: A Help or a Hindrance?" (F. K. Hurley); "Preservice Teachers' Reminiscences of Positive and Negative Reading Experiences: A Qualitative Study" (B. Moss); "Preparing Preservice Teachers for Remedial Instruction: Teaching Problem Solving and Use of Content and Pedagogical Knowledge" (V. J. Risko and others); "Rethinking the College-Based Reading Clinic: Past Traditions and New Alternatives" (J. Cassidy and M. L. Hanes); "Researching One's Own Teaching in a Reading Education Course" (L. Christensen and B. J. Walker); "Improving Teacher Questioning: A Study of a Training Program" (C. S. Johnson and A. D. Evans); "The Belief Systems and Instructional Choices of Preservice Teachers" (R. B. Lonberger); "Changes in Primary Teachers' Instructional Practices After Year 1 of a Collaborative Whole Language Project" (C. D. Kraus); "Grouping for Reading Instruction in the Multicultural Classroom: Dilemmas and Solutions" (E. G. Sturtevant); "Story and Song: Integrating Music into the Literature Curriculum" (K. A. Koebler); "The Reader as a Sleuth: Engagement by Intrusion" (M. C. Alvarez); "Overcoming Environmental Obstacles to Reading: A Comparative Analysis" (S. M. KaiKai and R. E. KaiKai); "Student, Teacher, and Expert Differences in Identifying Important Content Area Vocabulary" (D. L. Mealey and others); "Preparing Literacy Teachers: Elements of an Effective Training Model" (G. Y. Turner); "A Nonacademic Adult Writer's Workshop" (J. Phillips); "Undereducated Adults: Retrospections of Childhood Homes and Reports of Present Practice" (B. J. Fox and M. D. Siedow); "Directed and Spontaneous Transfer of Textmarking: A Case Study" (D. L. Mealy and D. W. Frazier); "Person, Process, Product: Goals of an Integrated Reading/Writing Curriculum for Underprepared College Freshmen" (J. K. Stadulis and D. G. Shearer); "Fostering Metacognitive Growth in College Literature Classrooms" (E. V. Newton); "Writing in Response to Reading: Strategies to Foster Comprehension" (A. R. Friedman); "Children's Emergent Reading Behaviors across Different Kinds of Text and the Relation to Writing Systems" (J. E. Barnhart); "Portfolio Assessment: Interpretations and Implications for Classroom Teachers and Reading Teachers" (R. P. Harlin and others); "Taking Responsibility for Taking Tests" (J. S. Richardson); "Scotopic Sensitivity Syndrome and Its Treatment by Colored Overlays and Lens Filters: An Update" (W. A. Henk); and "Questioning the Verbal Superiority of Girls: Gender Differences Revisited" (M. M. Brittain and C. V. Brittain). (RS)
Descriptors: Adult Literacy, Case Studies, Elementary Secondary Education, Emergent Literacy, Grouping (Instructional Purposes), Higher Education, Models, Portfolios (Background Materials), Preservice Teacher Education, Reading Comprehension, Reading Instruction, Reading Research, Sex Differences, Student Evaluation, Theory Practice Relationship, Vocabulary Development, Writing Research, Writing Workshops
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: College Reading Association.
Note: For volume 13, see ED 336 735.